English Language A Level Revising Meanings and Representations Paul Heselton
Summary
TLDRIn this English Language A-Level video, May Paul Hazelson, Curriculum Leader at Queen Elizabeth Sixth Form College, Darlington, guides students on how to answer the 'Meanings and Representations' section of Paper 1 effectively. She emphasizes the importance of understanding key terms like euphemism, dysphemism, and sound iconosity, and how they contribute to the portrayal of reality in texts. Hazelson advises students to annotate texts with linguistic features and link them to context and meanings for high marks. The video also covers how to avoid common pitfalls in exam responses and the significance of analyzing language patterns for top grades.
Takeaways
- 😀 The video is an educational resource for English Language A-Level students, focusing on how to answer 'Meanings and Representations' in Paper 1 Section A.
- 📜 Students are advised to review and categorize key terms from the A01 and A03 sections, identifying those they can confidently define and use, those they're uncertain about, and those they're unfamiliar with.
- 🗣️ The instructor emphasizes the importance of understanding and exemplifying terms like 'euphemism', 'sound iconicity', and 'negative face', which are crucial for analyzing language in texts.
- 📚 The video references the AQA textbook for detailed explanations of key terms, suggesting that students should use this resource to deepen their understanding.
- 🔍 The discussion of 'euphemism' and 'dysphemism' highlights how language can be manipulated to soften or emphasize the impact of a message.
- 🎭 The concept of 'negative face' is introduced as a pragmatic strategy used to maintain politeness and avoid imposing on the listener.
- 🧠 'Schematic knowledge' is explained as the background knowledge a reader brings to a text, which can influence how they interpret its meaning.
- 🔄 The use of 'passive voice' is discussed as a grammatical tool that can shift focus away from the subject, often used in formal or official contexts to depersonalize statements.
- 🔗 'Intertextuality' is defined as references to other texts, which can assume shared cultural knowledge and create layers of meaning.
- ✏️ The video provides guidance on how to approach the analysis of language in texts, focusing on patterns, guiding the reader, and linking language features to context and meaning.
Q & A
What is the main focus of the video by May Paul Hazelson?
-The main focus of the video is to guide students on how to answer the 'Meanings and Representations' section of the Paper 1 for English Language A Level, specifically Section A.
What is the first activity May suggests students do with the key terms sheet?
-May suggests students go through the list of key terms, ticking ones they can define and use confidently, putting a question mark next to those they recognize but might struggle with, and a cross next to terms they are unfamiliar with.
What is an example of a euphemism provided in the video?
-An example of a euphemism provided is saying 'Excuse me, can I just visit the bathroom' or 'Can I just powder my nose' instead of directly saying 'Can I go to the toilet'.
What is the opposite of a euphemism according to the video?
-The opposite of a euphemism is a dysphemism, which involves using very blunt, direct, and often taboo language.
Can you explain the term 'sound iconosity' as discussed in the video?
-Sound iconosity refers to the relationship between the sound of a word or group of words and their meanings, such as onomatopoeia, where the sound of the word mimics the sound it represents.
What does 'negative face' mean in the context of the video?
-In the context of the video, 'negative face' is a pragmatic concept introduced by Goffman, referring to using indirect, ultra-polite language to give the receiver options and not making them feel cornered, which is a form of politeness.
What is 'schematic knowledge' as mentioned in the video?
-Schematic knowledge is a bundle of knowledge about a subject. The video explains that texts may make big assumptions about the reader's schematic knowledge, especially in 'Meanings and Representations' texts.
How does the use of the passive voice contribute to the meaning in texts, according to the video?
-The use of the passive voice in texts contributes to the meaning by reducing the focus on the agent and putting more emphasis on the action or the object affected, which can depersonalize and formalize the language.
What is 'intertextuality' and how does it relate to 'Meanings and Representations'?
-Intertextuality is making an overt reference to another text. In 'Meanings and Representations', it can involve cultural references and assumptions about the audience's knowledge, indicating a connection to other texts.
Why is the term 'representation' significant in the context of analyzing texts?
-The term 'representation' is significant because it highlights that the portrayal of events, people, and circumstances through language is often mediated and not neutral, aiming to position the audience to think and feel in a certain way.
What are the three tasks students need to address in Paper 1 Section A of English Language A Level?
-The three tasks are: analyzing one text, analyzing another text, and then comparing the two texts, focusing on how language creates meanings and representations.
What does 'AO1' stand for in the context of the video, and what does it assess?
-In the context of the video, 'AO1' stands for 'Assessment Objective 1', which assesses the application of key terms, labeling of features relevantly, and the use of clear topic sentences in the written response.
What is the advice given in the video to avoid when writing an analytical response for 'Meanings and Representations'?
-The advice given to avoid includes writing a long, rambling, and generic introduction; focusing on only one language level instead of integrating different levels; and feature spotting without linking to meanings and representations.
Outlines
📚 Introduction to English Language A-Level Strategies
The video begins with an introduction by Paul Hazelson, the curriculum leader for English Language at Queen Elizabeth Sixth Form College in Darlington. He outlines strategies for tackling the 'Meanings and Representations' section of an English Language A-Level exam. Students are advised to review key terms from the A01 and A03 categories and categorize their confidence in using these terms. Hazelson then provides a list of 10 A01 terms, encouraging students to define and exemplify each. The paragraph emphasizes the importance of understanding language features within various contexts, such as business or military, and how these can influence meaning and representation.
🗣️ Analyzing Language Features and Their Impact
This paragraph delves into the analysis of various language features and their implications on meaning and representation. Hazelson explains terms such as 'sound iconicity', which relates to the correlation between word sounds and their meanings, and 'negative face', a politeness strategy that avoids directness. He also covers 'schematic knowledge', which refers to a reader's pre-existing knowledge affecting text interpretation. The paragraph further discusses 'passive voice', 'intertextuality', 'collocation', 'prosodic features', 'MLU' (mean length of utterance), and 'deictic terms', each with examples to illustrate their roles in shaping text and audience perception.
📈 Understanding Representations and Their Significance
The focus of this paragraph is on the concept of 'representation' in language, which is the portrayal of events, people, and circumstances to shape a certain worldview. Hazelson emphasizes that texts are not neutral but are often ideological, aiming to position the audience in specific ways. The paragraph also discusses the structure of the English Language Paper 1 Section A, which includes analyzing two texts from different modes (written, spoken, blended) and considering their temporal context (current or historical). The paragraph outlines the three tasks students must perform: analyzing each text individually, comparing them, and considering their modal and temporal differences.
📝 Examining Assessment Criteria for Language Analysis
This paragraph discusses the assessment criteria for the English Language A-Level exam, particularly focusing on A01 and A03. A01 assesses the application of key terms and linguistic methods, including written expression and paragraph coherence. A03 evaluates the analysis of meanings, representations, and context. Hazelson stresses the importance of linking language features to their effects on the reader and the context. The paragraph also explains the comparative task (A04), which involves drawing connections across texts. The video aims to prepare students for the exam by highlighting the significance of each assessment area and how they contribute to the overall score.
🔍 Deep Dive into Text Analysis and Avoiding Common Pitfalls
Hazelson provides a detailed guide on how to analyze texts effectively for the exam, focusing on the avoidance of common mistakes. He advises against writing generic introductions and instead encourages students to dive straight into analysis. The paragraph emphasizes the importance of identifying patterns in language use across a text, rather than just noting individual features. Hazelson also warns against focusing on a single language level, suggesting an integrated approach that considers multiple levels. The paragraph concludes with a practical example from a specimen exam, illustrating how to apply the discussed strategies in analyzing a text from a learner driver forum.
🚫 Avoiding Common Mistakes in Language Analysis
In the final paragraph, Hazelson continues his guidance on avoiding common pitfalls in language analysis. He advises against feature-spotting without linking it to meanings and representations, emphasizing the need for an integrated analysis that considers different language levels. The paragraph provides examples of how to effectively link language features to the context and purpose of the text. Hazelson also shares tips on how to structure responses for maximum impact, encouraging students to practice and refine their analytical skills. The video concludes with a reminder of the importance of practice in achieving proficiency in language analysis.
Mindmap
Keywords
💡Euphemism
💡Sound Iconicity
💡Negative Face
💡Schematic Knowledge
💡Passive Voice
💡Intertextuality
💡Collocation
💡Prosodic Features
💡MLU (Mean Length of Utterance)
💡Deictic Terms
💡Representation
Highlights
Introduction to the English Language A Level video focusing on answering the Paper 1 Section A.
Explanation of the three activities to do with the A01 and A03 key terms sheet.
Discussion on defining and exemplifying A01 terms for meanings and representations.
Definition and examples of 'euphemism' in language use.
Contrasting 'euphemism' with its opposite, 'dysphemism'.
Explanation of 'sound iconosity' and its relation to onomatopoeia.
Discussion on 'negative face' in pragmatics and its politeness function.
Description of 'schematic knowledge' as a bundle of knowledge about a subject.
Explanation of 'passive voice' and its use in depersonalizing and formalizing language.
Intertextuality as referencing another text and its cultural implications.
Definition of 'collocation' as expected combinations of words.
Importance of 'prosodic features' in spoken language and their impact on meaning.
Meaning of 'MLU' or mean length of utterance in conversation analysis.
Description of 'deictic axis' and its role in context-dependent speech.
Emphasis on the importance of the word 'representation' in media and language studies.
Overview of the English Language Paper 1 Section A structure and tasks.
Advice on avoiding common pitfalls when writing answers for Paper 1 Section A.
Guidance on how to effectively analyze language features in texts for high marks.
Example of how to annotate a text with A01 knowledge for analysis.
Conclusion and encouragement for practice to improve analysis skills.
Transcripts
welcome to another english language a
level video with may paul hazelson
curriculum leader for english language
here at the queen elizabeth sixth form
college
darlington and in today's one what we're
going to do is we're going to think a
little bit more about how to
answer a meanings and representations
uh paper one section a answer
okay so if you were in my class i would
be giving you a sheet of paper with a
whole load of a01 and a03 key terms
and what i'll be getting you to do is
these three things
so going through the list ticking ones
that you're pretty confident in defining
and using
putting a little question mark next to
ones that you probably recognize but
might struggle to use in an exam and
then putting a cross
next to a term which is saying nah he's
definitely never taught us that one
okay so if you've got that sheet that
would be
your first move to do
let's just have a look at some of these
so
um define and exemplify the following
a01 terms
so i've put 10 down here which all i
think are quite useful
if you have a millions and
representations uh text in front of you
or indeed if you are doing your language
investigation
um okay so what i would do is i would
pause the video there
and i would go through each one of these
what does each term mean
and can you think of a good example of
each
okay so i'm assuming that you've done
that
let's go through these so euphemism
and by the way the page numbers in
brackets they allude to
the aqa textbook
there's good explanations about each of
these so euphemism
is a piece of veiled language
okay so it's usually quite indirect
language that's used
to mask a horrible truth so rather than
saying excuse me can i go at the toilet
you might instead say excuse me can i
just
visit the bathroom or as my mother used
to say
can i just powder my nose like that so
that's a euphemism and
different semantic fields will have
different levels of euphemism
if we think of the world of business for
example they're not going to tell you
that they're sacking you
they're going to say we're going to let
you go as if you were dying to leave in
the first place
or in the world of military you know
they're going to use terms like
friendly fire or collateral damage
so different areas of life from
different occupational areas
are prone to using euphemistic language
because they don't want people to think
too much about the horrible truth of
what they're actually saying
okay and a euphemism has an opposite
it's called the dysphemism
so dysphemism is using very blunt direct
often taboo language
so if you're looking at a transcript of
a stand-up comedian for example
they might use quite a lot of
dysphamistic language
in order to kind of shock and surprise
and entertain you
okay next on the list sound iconosity
sound iconosity means that there is a
relationship between the sound of the
word
or the group of words and their meanings
so this could be onomatopoeia for
example
like the water this morning when i
cycled in was splashing down
on the pavement so that word splash that
material
verb splash has a certain level of sound
iconosity because i can hear
the water when i say the word so it
could be useful in a meanings and
representations piece
if you have a sort of carefully
constructed written piece in which the
writer
has used sort of sound effects in the
way that they've constructed language
the third one is negative face which is
explained in your textbook on page 48.
now this is an element
of pragmatics this was introduced by
a researcher called goffman who's a
linguistic superhero
gothman and it's basically
not what you think it might be because
when you see the word negative you think
oh this
it means using negative language and
actually it's the direct opposite of
that
so if you use a negative
linguistic strategy it means that you're
using in a very
language in a very indirect ultra polite
way
like i wonder if you could possibly give
in your homework on friday
like that like no teacher ever said
so that's negative face so what it does
is it gives
the receiver like options they don't
feel that they're like being pushed into
a corner
and it's the ultimate form of politeness
so we usually use kind of mitigated
language
in order to achieve negative face
now the next one is schematic knowledge
which is easy because a schema is a
bundle of knowledge about
subject okay so when
you look at texts on meanings and
representations there may well be big
assumptions being made in texts about
the reader's
schematic knowledge the next one is the
passive voice which is an aspect of
grammar
okay so sentences can either be in the
active
or the passive voice so active voice
would be
paul smash the window and passive voice
what i'm doing is i'm taking
object of the sentence which was window
i'm sticking it at the front of the
sentence
and then i'm doing some jiggery pokery
with the verb form so i'm taking a form
of the verb to be
and then i'm taking the past participle
form of the verb
and i'm saying the window was smashed
and i might just put by paul
at the end or i might just leave it off
so the point about the passive voices it
kind of reduces
the focus on the agent in this case me
smashing the window
and it puts more of the focus on the
actual window being smashed
so it's perfect for things like
government briefings where you don't
particularly want to draw attention to
the fact
that such and such a person or an
institution is doing something
okay so it depersonalizes the language
and it formalizes the language as well
and certainly something
really good to point out in a meanings
and representations
text intertextuality
is a word that's often confused by
students because they use it in two
general
ways intertextuality means making an
over
reference to another text so if i
said to study english or not to study
english
that is the question that is an
intertextual reference
to hamlet's famous soliloquy
it's a reference to another specific
text
okay so look out for that in meanings
and representations
because if there is intertextuality
going on there are cultural references
and there are assumptions being made
about the audience's
knowledge collocation's easy the
collocation is just an
expected combination of words okay like
fish and chips or once upon a
time and i suppose what's interesting
about collocations is if you subvert
them right so the example i tend to use
is of a charity advert
for the nspcc where it had the headline
home is where the hurt is
home is where the hurt is now that's a
great example of a collocation that's
been subverted
and so when you see that as a headline
you're intrigued
because it's overturning your
expectations so collocations are
expected groups of words
next one is prosodic features prosodic
features is the kind of musicality
of your speech so it's the variations
that you do in terms of volume
and pitch and intonation and those sorts
of things and they are
massively important to point out so in
the exam if you've got transcripts
like for example in the cld exam you've
got a transcript of children talking
or in your meanings and representations
you could have a transcript
or indeed if you're writing about
transcripts in your language
investigation it's very important to
draw attention to the fact that the
transcript is really only half the story
because you haven't really got a gauge
of the prosodic features
and you actually can't see what's going
on either so you don't have the
paralinguistic features
right the penultimate one is mlu which
is explained in the textbook
under the cld chapter it means mean
length assurance
so this is the average number of words
that a person speaks
per turn in a conversation okay
and this is quite useful if you've got
two people speaking
let's say for example you're looking at
the presidential debate between trump
and biden and there's interaction going
on between the two
you would want to count up the number of
words that trump uses
divided by his utterances and compare it
with biden
and then link it to the idea of power
who is dominating or trying to dominate
the conversation
so that's m l u and then finally we have
day axis
so day axis means context dependent
speech
now this is the sort of thing that
you're going to find in transcripts
but you might also find it in blended
mode texts as well
okay so if i said she put that there
yesterday
she put that there yesterday it's
completely diactical
we don't know who she is we don't know
where that is we don't know when
yesterday was
unless you're actually there in the room
now there are different kinds of day
exes which are explained in your
textbook on page 49.
so she put that there yesterday she
there is
personal day access so whenever you use
a pronoun
anaphorically then that's a deactival
reference that's a
personal piece of day access um
yesterday all my troubles seem so far
away
is um a temporal piece of day axis
because it's to do with time and what's
the other one
uh place as well so that there
there adverb there that's a piece
of spatial day axis okay so you've got
personal day access
temporal day axis spatial day axis
and even to make it more complicated
you've got the difference between this
and that so if something is far away
from you
that is distal day excess because it's
in the distance
and if something is near to you like
this and these
that's called proximal day axis
okay so they're all explained there on
page 49
don't get too overwhelmed by all the
terms that you can use
clearly the most important thing is to
think how it links in with the meanings
in that particular context
right move on representation so the name
of
uh paper one section a or at least the
question is about meanings and
representations so it's worthwhile just
dwelling for a second
upon that word what does representation
mean
it means that the portrayal of events
people and circumstances
through language to create a way of
seeing the world and i suppose it's that
last
phrase there that's most interesting
right
so this text is not just going to be
neutral but it's trying to position your
audience so that they think and feel
in a certain kind of way representation
so the re in representation is important
because it highlights the fact that
presentation of something is often
mediated through somebody else and if
you study media studies
or media production this is meat and
drink
to you okay so it's mediated through
somebody else
and so what you've got here is language
which is
filtered through someone else's view of
the world
okay so in language you're sitting there
in your paper one section and you might
have a text that's from 100 years ago
and the text there is trying to make
their audience their implied readership
at that time think
and feel in a certain way it's a version
of reality okay so think of all texts
but actually being quite
subjective rather than objective and
therefore
if you want to put in slightly presented
terms representation is therefore
inherently ideological
okay so that's important because it's a
key word
and it will get you the very highest
marks if you keep using this word
represent
and representation in your answer okay
here are the bare bones of it then
english language paper 1 section 8 is
called language in the individual
it's an hour and a half you're given two
texts
the two texts are from two different
modes so
we have three modes in english daily we
have written mode we have spoken mode
and then we have blended mode
texts okay so you could be given for
example
a article from a newspaper so that would
be
written mode and then it could be put
next to
a couple of pages from a website
and that could be described as being
blended mode because on the website it
might have some quite big conversational
features that are going on
on the other hand you could get a
transcript they've done it in the past
there was an as exam a couple of years
ago which was
a transcript of a bbc look north reports
about
goths in whitby so you know you could
get a transcript
put alongside a piece of written text so
two different modes so they're expecting
you to be commenting on the modal
differences between the texts
the other difference between the mood
course is that one is current date
and the other one is older so when
you're looking at the current day one
always think right this is a current
date x this could not have been produced
50 years ago
this could not have been written or
spoken 100 years ago
so what is essentially current about it
so the currentness of the text might
come through in the language
but the currentness of the text might
also come through in the attitudes and
the social values that are there
okay so the time factor on this is
really interesting and you have three
tasks to do
so what you're doing is you're doing an
analysis of one
analysis of another and then a
comparison between the two
now your single analyses are assessed
for these two things
ao1 and a03 now a01 is your key terms
so the sorts of things we were just
talking about on the last slide like day
excess and collocation and those things
it also means linguistic methods which
means kind of
picking apart the language levels and
analyzing language in a kind of
objective way and it's also about your
written expression too
so that means spug spelling punctuation
and grammar
but it also means using topic sentences
so that you're
shaping paragraphs so that they have a
coherence
that's your ao1 so that's 10 out of the
25 marks
ao3 is meanings representations and
context
so it's really important on this that
you use your contextual words
words like audience positioning or
implied and actual readership or
schematic knowledge those sorts of words
and you link what you're seeing to
actual
meanings and so you're getting the
majority of the marks for
for analyzing those things too often
students feature spot
which means if you just feature spot you
say well over here we've got an
imperative
verb and on the second sentence it looks
like we've got a declarative
that in itself is pretty pointless it
might get you accrue your few marks for
a01
but if you're not actually linking it to
the meanings like
the effects on the on the reader and
it's a bit of a waste of time
okay so the focus has to be in your
answer on meanings and representations
and the task three which is your
comparative one it just has its
own a04 which is connections across
texts
so the whole thing gets a mark out 70
which is then doubled
and you know there's a total actually
for english language a level of 500
marks
and this bit in itself is worth 140
okay so it's worth actually more than
the entire total of your original
writing
and your cld not your cld your original
writing and your language investigation
so it's pretty important that you do it
well okay
there's the question analyze how text a
or text b
uses language to create meanings and
representations
okay so your answer needs to analyze so
it can't be just describing the features
so when you have a descriptive response
it basically just deals with this
question of what so it points out what
is there
whereas an analytical response basically
answers the question well how
so how was the language how was the
writer or speaker used language
and why have they done it in that way
okay
um keep the focus on language features
uh you might have a text that's got all
sorts of crazy graphological stuff going
on might have lots of colors
and pictures and images and things like
that or variations in font size
fine to write about that in media
studies but on english language you just
want to be focusing on the language
so don't turn it into a media studies
essay
and don't also turn it into a sociology
response
so the focus has to be on the language
meanings notice the plurality of those
two words
so meanings is plural so what you need
to do is you need to draw attention
to how the language may be interpreted
in
multiple ways so you've got different
audiences that are looking at these
texts
and they are perhaps reading these texts
or listening to these
words in a different context okay so
this is really really important when
you're looking at older texts let's say
from 100 150 years ago
because you can say well the implied
readership at that time
would have responded with a dominant
hegemonic reading
they would have accepted the values of
the text
but you can say a current say reader or
listener might well respond in a very
different way
with a kind of negotiated or even
oppositional voice
view where they don't actually accept
some of the values that are
that are given so the
meanings aren't plural if you can draw
attention to that
then that is the way to getting a really
high mark
on this and finally just the point that
we made in the previous slide really or
two slides ago about representations
representations are versions of
reality they're not reality they are
versions of reality
in the same way as you know your your
facebook profile
is a version of you but it's not
necessarily the truth the whole truth
and nothing but the truth
and so these versions of reality are
used to position the audience's
responses
so if you can pepper your answer with
the word represent and representation
frequently all the way through
then you are likely to do very well
okay right let's actually have a look
just
quickly look at the marker scheme then
so on the a01 i just want to draw
attention to the fact that
in order to get something like a c grade
you're having to do these things so
you're applying terms appropriately
you're labeling your features relevantly
and you are writing in clear topic
sentences
okay so that's you kind of mid-range if
you're trying to access the very highest
levels which all of you should be doing
you should be trying to do this so
rather than just
notice individual things that are going
on in the text
like for example in the second sentence
it's non-standard because there isn't a
subject or a main verb
what you're trying to do is identify
patterns that are going across the text
where you might be saying there is a
very high level of non-standard features
all the way through the text
and then give us examples from different
places and then connect that in with the
context
and the meanings so the key word is to
get the very highest markers patterns
patterns and the other thing is you need
to be guiding the reader which means
that in the short time that you've got
you know you've got to make sure that
you're doing an organized response
where you've got those topic sentences
which are guiding the reader through
your answer
that's your ao1 your ao3 is this one
so to get your kind of average marks you
are
interpreting the language choices that
are going on and you are linking the
language to context
whereas on your top levels it's this
keyword evaluate
okay so you're analyzing the things but
you're also weighing up the significance
of individual words which means that
you're going to have a lot of practice
in looking at text and deciding what are
the four or five
really key bits of this tax that yields
a lot of meaning and the other thing to
get the very highest mark is this one
here so wider
social and cultural texts so when you're
looking at a current day text
what is it that makes this a current day
text
and when you're looking at older text
how does that give us a window into
society at the time
the way that people thought in those
days
okay so let's just move on to an actual
um looking at an actual uh
example of one of these what i'll do is
uh if i can i'll get into this one open
it up
and let's have a look at it right here
we go
so this is uh an exam this is like a
specimen one that the board sent us
right at the beginning
of the process here it is so text day
for question one and question three so
if you're in my class
you would have the print out of the
whole thing here notice what i said
about it's very colorful
they like text like this they look like
these blended mode texts where there's
lots of
lots of color and font sizes and font
differences but remember what i said
don't get dragged into
talking too much about graphology
because really that's not to do with
with language features so i will keep
that
or what i'd say to you is if you don't
have the text in front of you
pause the video there just look at the
first half of this text because there
are two pages of it
and try and use your ao1 knowledge to
annotate some of the key features
and try and link it into what we've been
saying about meanings
and representations
okay right so i'm assuming that you've
done that
and so let's just go into the sort of
pitfalls of
things to avoid when you're actually
writing your answer
okay so the first thing to avoid
is this writing a long rambling and
generic introduction lots of students do
this
because they think well i've got to do
an intro paragraph which is kind of
setting the scene
and they end up writing this text b is
from a forum on learner drivers on the
student room website
the text has a range of interesting
language features with various meanings
and representations
contextual factors play an important
role in shaping the language choices by
the participants
i will be exploring how the language
links to the context in this essay
now that doesn't get you any marks at
all even though it's quite well written
and clear
there's nothing actually for me to
credit we know that this is a forum on
language drive
on learner drivers because it's been
given to us that information
it's clearly going to represent give us
lots of interesting language features on
means of representations or else they
wouldn't have given us to it
context is going to play a part and
that's just basically saying i'm going
to answer the question
so whatever you do don't one write out
the question
and two do this kind of long rambling
and generic
introduction instead do what the man
says
get straight into the analysis you don't
need a warm-up intro paragraph for
example
first person singular pronouns tick
ao1 and there's your examples i me my so
their patterns going across
the text dominate the text to fulfill
the purpose here we're talking about ao3
so that's good
the purpose of representing great we're
using the word representing
drivers personal anecdotal experiences
straight away in your first sentence
you're on the board
you know you're already climbing into
level three with just that first
sentence
i is the agent of the first three
sentences
by the phelps encouraging participants
to respond with their own
amusing first-hand experiences so this
seems to be a paragraph that's
constructed around a grammatical idea of
pronouns
and it's not just spotting the pronouns
it's trying to link it in with the
context
and the meanings so that's the sort of
thing that you need to be doing
point number two things not to do in
your answer
don't just write about one language
level
and lots of people the weaker responses
tend to write just about lexis
the text uses a large number of informal
words such as guys massive no idea
this shows that the participants are
comfortable in expressing their views
and are like using language to entertain
their readers
well there's some germs of truth in
there but you wouldn't necessarily have
to be an
a level student in order to write an
analysis like that
you know you could knock that out at
gcse level
so what you need instead is to be
focusing on the language levels that you
know so much about
and integrating them together so that
you produce something that's very very
concise
and analytical like this ellipsis
omission of subject and main verb in
being stuck behind one notice i'm
evidencing everything here
capitalization example very and emojis
to convey prosodic and paralinguistic
features
and humorous pre-modifying adjectives
there's an example all combined to lower
the level of formality
to draw upon blended mode conversational
features
wow okay so there's a range of different
language levels
that's being used from grammar to
graphology
to phonology again to lexis or grammar
so that's what i mean about using a
range of different language levels in an
integrated way
the third bit of advice i want to give
you is don't just feature spot
so don't feature spot without linking to
meanings and representations
for example the thread begins with an
imperative to share your worst learner
driving experiences
the post by the philips starts with the
declarative and follows this with an
interrogative
in the second paragraph an exclamative
is used now that's getting some marks
for ao1 because you're able to identify
in a simplistic way
what these sentence functions are but
it's not much use in itself and it's not
very interesting
because it's not linking to the meanings
of the context
so instead write something like this a
range of different
sentence features helps represent the
voices of the text as humorous
and keen to interact so there's your
topic sentence
the direct imperative share your worst
learning driving experience
serves a request for interaction
implying that the site offers a
community of listeners
in inverted commerce because they're not
actually listening who will not
judge others driving mistakes negatively
the interrogatives and there's a couple
of examples
establish adjacency exchanges to
encourage
reader participation that's it
that's what's going to get us into our
very top mark
not that but that it's going to take a
lot of practice to do it i'm not saying
that you're immediately going to be able
to get into gear
and do this straight away you're going
to need lots and lots of practice but
believe me
with practice every time you'll get
better and better at these things
okay so what i would do if i were you if
you're sitting in my class now you'd
have the text in front of you and you'd
be having a go
at doing this answer okay
um and on the sheets that i give you
also
once you've done that i would be also
showing you a student response
and we'll be looking at that all
together but i think we've probably
covered enough ground
on that today thanks very much and as i
say
practice makes perfect and just
you know through practice you're just
going to get better and better and
better
okay thank you
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